Title Pending 2491

Abstract

<strong>This is an accepted article with a DOI pre-assigned that is not yet published.</strong> Centers for teaching and learning (CTLs) have expanded their roles as institutions address external and internal factors that influence teaching and learning. To live into the expanded roles, often without additional resources, CTLs need an efficient and effective solution. By combining evidence-based practices in faculty development and a distillation of effective methods at three different institutions, the authors developed a sustainable, generative, learner-leader model for CTLs and others in faculty development to employ. The model emerged from an analysis of the authors’ collective and independent professional experiences, is grounded in community of practice and faculty development theoretical frameworks, and innovatively addresses the need for faculty leadership development. The authors describe the elements of the learner-leader praxis and illustrate in narrative examples. By employing a learner-leader model, CTLs and others in faculty development can efficiently and effectively transform teaching and reach greater numbers of faculty.